Massive open online courses (MOOCs) have emerged as powerful educational tools for disseminating complex scientific knowledge. This study examines the RECONECT MOOC, an innovative online learning platform designed to educate stakeholders about nature-based solutions (NbS) for hydrometeorological risk reduction. Developed by a multidisciplinary team of international experts, the course drew on diverse professional and geographical perspectives, across a range of national and sectoral contexts. Its primary aim to bridge the knowledge gap in climate adaptation strategies across diverse professional sectors. The research investigated the effectiveness of interactive, multimedia-based learning approaches in communicating advanced NbS concepts. Using the Sharable Content Object Reference Model (SCORM) framework, the course integrated multiple learning methods, including reading, listening, inquiry-based learning, discussion forums and practical application exercises. The MOOC was divided into six modules and targeted local authorities, policymakers, academics, postgraduate students and other stakeholders interested in climate resilience. Findings revealed that 90% of participants gained additional NbS knowledge, 69% reported a shift in perception and 62% felt confident applying what they learned. Participants valued the interactive resources and flexible, self-paced format. Overall, the study demonstrates that MOOCs can effectively support scientific knowledge dissemination and strengthen understanding of complex environmental solutions.

This study concerns how the Online Coins of the Roman Empire (OCRE) database of imperial coins can support Year 12 students to learn about Roman imperial image on coins for their Classical Civilisation Imperial Image paper. In observations of lessons, the author noted that pupils struggled to remember and identify coins which were prescribed sources for their examinations and appeared disengaged in other teaching methods. The author taught pupils how to use the OCRE database. When using the database, all pupils seemed more interested and engaged in the study of coins. Indeed, pupils’ classwork and written essays showed that, after using the database, their use of coin-related terminology and metalanguage increased, they wrote more detailed descriptions of coins, and considered how coins contributed to Augustus’ imperial image. The author recommends that teachers allow an extended period for students to become familiar with the software before formal activities. He suggests engaging activities for students such as finding and presenting coins to the class, curating displays of coins, or finding coins depicting various animals in the quickest time. Teachers could vary the time on each activity depending on the lesson time available.

The study concerns the use made by Year 8 pupils of Latin using the ‘Explorer’ digital learning tool (part of the digital learning resources of the Cambridge Latin Course). Through close attention to transcripts of students working in pairs using the tool, which provides vocabulary and language analysis of continuous Latin prose narratives, the author notes its value in promoting inter-pupil discussion and collaborative learning. Recommendations include that teachers should consider the positive value of the tool as a means to promote discussion, but that pupils also need to be taught how to use the language analyser.

Virtual reality plays an increasingly important role in design education. However, a holistic view, starting with the didactic concept, the selection of a VR tool suitable for the learning task and a final reflective evaluation of the learning experience, rarely takes place. In this paper, the authors present an approach for a VR didactics toolkit that covers and takes into account all three points as a whole. The application and research environment here was the bachelor's degree module Ergonomics and Industrial Design at the Ostfalia University of Applied Sciences.

In design education, integrating digital tools has revolutionized pedagogical approaches. This study examines the impact of VR HMDs and PC screens on learning ancient Chinese architecture using a virtual tour. Involving 22 students, it assessed simulator sickness, user experience, and spatial awareness. Results show VR had a more positive spatial learning experience but the same learning outcomes. VR enhances presence but increases simulator sickness. The study underscores VR's potential and limitations in ancient Chinese architectural education, suggesting future research directions.

E-learning materials require a high initial development effort but can then be used by a large number of students with little effort. It therefore seems reasonable to develop and use these across universities. Particularly in the field of Engineering Design Education, standardized principles through norms and guidelines lead to a high degree of transferability. For the development of such e-learning offers, however, the context of application must be identified. As a fundament for the development, this publication analyzes Engineering Design Education in Germany.

Problem-based Learning is an established learner-centred pedagogical approach for developing skills and competencies. This paper presents the evolutionary development of a Massive Open Online Course, titled "Design for the Real World: A Problem-based Learning Approach", with the aim to empower learners to independently pursue problem-based inquiry using design methods and tools, thereby fostering creativity and life-long learning.

Augmented Reality seems a promising tool to provide engaging and effective educational experiences, thanks to its potentiality in stimulating intrinsic motivation, that could influence the learning process and the attitude of the users towards behaviours. This paper presents the Resized Plastic Augmented Reality learning experience, designed on the basis of Dunleavy's framework to provide a systemic overview of the microplastics issue to allow users to understand its mechanisms, educate them about their role in the system and help them to connect this information to their everyday actions.

The COVID-19 pandemic brought challenges and opportunities for higher education and one of the important areas was online education. Especially in design field, Online Problem-Based Learning has emerged as a promising method. This paper explores the potential of online-PBL and how it can be developed through a prototype approach. An action research in Indian HEI shows insights regarding the potentiality of online-PBL and application of a prototype approach to educational development activities. A concept of “educational probes” was proposed as a method to design educational program.

Most lectures in the field of engineering are held in a traditional teacher-centred and frontal lecture format. This means that all students receive the identical information at the same pace without taking their individual skills, knowledges and competences into account. A didactic concept, that fosters an individual learning experience and digitally provides personalised learning materials for each student is Adaptive E-Learning. Within this paper the development of an Adaptive E-Leaning Environment in the course Engineering Design at Ruhr-University Bochum is presented.

Within this article I aim to explore how greater student dialogue in the classroom can drive engagement with ancient drama. As part of the Classical Civilisation A Level specification, students need to demonstrate knowledge and awareness in the examination of how Aristophanes’ Frogs might have been performed on stage and its possible reception by a classical audience. This research investigates how teachers can effectively encourage student discourse in the classroom for students to engage with and analyse Frogs as a piece of comic drama, rather than simply as an A Level set text.